자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

Transforming Qualitative Data: Description, Analysis, and Interpretation

There may be adult educators who wish to alleviate social inequalities but whose practices are wedded to human capital theory In this article, it is argued that educational practices based wholly or partly on human capital theory are unlikely to alleviate social inequities because the theory spawns pedagogical practices that are apolitical, adaptive, and individualistic. By alerting adult educators of the ominous pedagogical implications of human capital theory, it is hoped that they will distance themselves from it and embrace more socially responsible alternatives.

Educating Lone Wolves: Pedagogical Implications of Human Capital Theory

In dem vorliegenden Beitrag wird ein analytischer Bezugsrahmen vorgestellt, der insbesondere Noviz(inn)en im Feld qualitativer Forschung helfen soll, zum einen einige Gemeinsamkeiten qualitativer Datenanalyse kennenzulernen. Zum anderen sollen sie aufmerksam gemacht werden auf Differenzen, die insbesondere mit dem Kontext der Anwendung und mit den erkenntnistheoretischen Praferenzen bzw. mit der Expertise der Forschenden einhergehen. Es geht dabei nicht darum, spezielle Datenanalyseverfahren vorzustellen, sondern es werden Fragen an die Hand gegeben, die in verschiedenen Phasen des Auswertungsprozesses sinnvoll gestellt werden sollten. Hierzu gehe ich davon aus, dass qualitative Datenanalyse – unabhangig etwa von der jeweiligen methodologischen oder disziplinaren Orientierung – vier miteinander verknupfte Phasen beinhaltet: die Konzeption der Studie, die Klassifikation von Daten, das Herstellen von Bezugen bzw. die Entwicklung einer Theorie und schlieslich die Niederschrift der Befunde. Der vorliegende Beitrag bezieht sich auf die Phasen 1 bis 3.
URN: urn:nbn:de:0114-fqs0103226

/pdf/qualitative-data-analysis-common-phases-strategic-2zksqop8sh.pdf

Qualitative Data Analysis: Common Phases, Strategic Differences

This article challenges a popular assumption in adult education that all
		forms of coercion are evil; it begins to articulate a pedagogy of coercive
		restraint for use when faced with perpetrators of social injustices. The
		author clarifies the need for such a pedagogy based on critiques of adult
		education theories and practices. Forms and levels of restraint
		appropriate to different levels of conflict are described. The pedagogy
		of coercion is then situated within the broader pedagogy of
		mobilization, with suggestions for development of the ideas.
 Resume Cet article remet en question la croyance populaire voulant que toute
		forme de coercition soit necessairement reprehensible. On y articule
		une pedagogie de la contrainte physique a utiliser dans les cas
		d'injustice sociale. En se fondant sur les critiques formulees a l'egard
		de la theorie et la pratique de l'education des adultes, l'auteur soutient
		qu'une telle pedagogie repond a un besoin. Il decrit les formes et les
		degres de contrainte physique qui sont appropries en presence de
		differents types de conflits. Le texte situe la pedagogie de la coercition
		dans le contexte elargi de la pedagogie de la mobilisation, et contribue
		quelques idees pour sa mise en pratique.

/pdf/beyond-reason-and-personal-integrity-toward-a-pedagogy-of-45293hdho5.pdf

Beyond Reason and Personal Integrity: Toward a Pedagogy of Coercive Restraint

In a bid to curb violence incurred via the abuse of teacher authority, some educators appear to denounce all forms of imposition. The author of this paper refers to this aversion to imposition and the romantic practices it promotes as educational niceness. This essay is written to furnish a theoretical justification for educational imposition. Using tools of language and philosophical analysis the author argues that education without imposition is both futile and irresponsible. The paper exposes four fallacies associated with educational niceness, traces its philosophical roots, discusses its perils, and concludes by proposing a more defensible alternative—a pedagogy of coercive restraint.

https://files.eric.ed.gov/fulltext/EJ983874.pdf

Ian Baptiste

Papers

Educating Lone Wolves: Pedagogical Implications of Human Capital Theory

Qualitative Data Analysis: Common Phases, Strategic Differences

Beyond Reason and Personal Integrity: Toward a Pedagogy of Coercive Restraint

Wages of Niceness: The Folly and Futility of Educators Who Strive to Not Impose